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OneSchoolUnit Plan
Name: Unit 2 - English Year 6 (V8)Duration: 4 Weeks
Year Level: Year 6
Applicable LearningAreas/Subjects: English
Unit Plan
Examining advertising in the mediaIn this unit students read, view and listen to advertisements in print and digital media. They understand how language and text features can be combined for persuasive effect. They demonstrate their understanding of advertising texts’ persuasive features through the creation of their own digital multimodal advertisement and an explanation of creative choices.
For further information to support teaching of the unit, view the:
Year level plan Teacher lesson overview Supporting learning resource - Assessment alignment planner
Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:
Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Assessment Task Summary Type Learning Areas Status Date
Create a multimodal advertisement (Yr 06)Students create a multimodal advertisement and explain how it persuades the viewer.
Poster/multi-modal presentation
English Unscheduled
Document Table of Contents
Curriculum Australian Curriculum Considerations
Teaching SequenceTeaching Sequence Summary
Introduction to multimodal advertisements
Introduction to cross-media advertising campaigns
Creation and publication of a multimodal advertisement
Resources Attachments Plan Resource Bank
Assessment Poster/multi-modal presentation -
Create a multimodal advertisement (Yr 06)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 2 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Australian Curriculum
English - Year 6
Year 6 Achievement StandardReceptive modes (listening, reading and viewing)By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.
Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.
Productive modes (speaking, writing and creating)Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.
Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.
Content Descriptions
Language Literature Literacy
Text structure and organisation
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)
Expressing and developing ideas
Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ides (ACELA1522)
Investigate how vocabulary choices, including evaluative language can express shades of
Responding to literature
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)
Creating literature
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
Experiment with text structures and language features and their effects in creating literary
Texts in context
Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
Interacting with others
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
Use interaction skills, varying conventions of spoken interactions such as voice volume,
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 3 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Content Descriptions
Language Literature Literacymeaning, feeling and opinion (ACELA1525)
Phonics and word knowledge
Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words (ACELA1526)
Understand how to use phonic knowledge and accumulated understandings about blending, letter-sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words (ACELA1830)
texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)
Interpreting, analysing, evaluating
Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
Analyse strategies authors use to influence readers (ACELY1801)
Creating texts
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)
Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)
Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Considerations
Prior and future curriculumRelevant prior curriculumStudents require prior experience with:
understanding that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold understanding the use of vocabulary to express greater precision of meaning and knowing that words can have different meanings in different contexts creating literary texts that experiment with structures, ideas and stylistic features of selected authors planning, drafting and publishing imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to
purpose and audience re-reading and editing student's own and others' work using agreed criteria for text structures and language features using a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements.
Curriculum working towardsThe teaching and learning in this unit work towards the following:
Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)
Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)
Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)
Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726) Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 5 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy
Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge
Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Creating with ICT Communicating with ICT Managing and operating ICT
Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures
Personal and social capability Self-awareness Self-management Social awareness Social management
Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities
For further information, refer to refer to General capabilities in the Australian Curriculum and the Learning area specific advice.
Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples’ and Torres Strait Islander peoples’ history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.
Assessing student learning
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 6 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Assessment name: Create a multimodal advertisementAssessment description: Students create a multimodal advertisement and explain how it persuades the viewer.In this unit, assessment of student learning aligns to the following components of the Achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.Productive modes (speaking, writing and creating)Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:
identifying the product, service or message being promoted by an advertisement and identifying the intended audience analysing how the specific vocabulary choices or language features enhance the persuasive purpose of advertisements in terms of intended audience explaining how the omission or substitution of words in an advertisement contributes to cohesive effect identifying similarities and differences in the use of language, text structures and images in advertisements on similar topics comparing and contrasting different aspects of advertisements on similar topics adapting aspects of familiar texts, and experimenting with word choice and layout, to enhance persuasive effect experimenting with text structures and language features when creating advertisements, including imagery, metaphor and word choice planning, drafting and publishing imaginative and persuasive multimodal text that persuades a reader giving explanations for how specific language features and text structure combine to enhance the persuasive purpose of advertisements participating in class discussions to clarify ideas and share and evaluate information interacting with peers and teachers, modifying speech to account for the formality or informality of the interaction creating spoken audio recordings using appropriate expression, voice volume, tone, pitch and pace listening for instructions listening for specific information.
FeedbackFeedback may relate to writing and creating texts. In this unit this may include students’ ability to:
using reading comprehension strategies to make inferences from multimodal advertising texts adapting, experimenting and creating texts choosing vocabulary for persuasive effect justifying choices made according to agreed criteria using ICT for specific purposes interacting with others appropriately in formal and informal situations.
Teaching Sequence
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 7 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Curriculum Plan Topics
Duration Topic
4 Lessons Introduction to multimodal advertisements Lesson 1: Viewing and comprehending still image advertisements Lesson 2: Identifying text features of still image advertisements Lesson 3: Analysing the vocabulary of still image advertisements Lesson 4: Exploring cohesive devices and modality in still image advertisements
4 Lessons Introduction to cross-media advertising campaigns Lesson 5: Viewing and comprehending advertisements across different media Lesson 6: Analysing text features of advertisements in different media Lesson 7: Analysing the language of advertisements in different media Lesson 8: Experimenting with language and text structure to create a new advertisement
8 Lessons Creation and publication of a multimodal advertisement Lesson 9: Planning the audience and idea Lesson 10: Planning language features and text structure Lesson 11: Drafting the text Lesson 12: Editing the text Lesson 13: Planning the images Lessons 14-15: Publishing the advertisement Lesson 16: Explaining multimodal choices
16 Lessons Total Unit
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 8 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Introduction to multimodal advertisements Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will view and analyse three print advertisements. They learn about how text features and language choices combine to create persuasive effects, and experiment with and adapt familiar texts to demonstrate and present understanding of key concepts.
Lessons Teaching and Learning Sequence Resources
Lesson 1
Viewing and comprehending still image advertisements
Lesson objectivesStudents will:
Understand how to interpret and analyse information and ideas in advertisements.
Understand how advertisements on similar topics use features in similar and/or different ways.
Evidence of learningCan the student:
Identify the main idea and intended audience of an advertisement?
Identify different elements that make up an advertisement? Compare advertisements on similar topics, giving a personal
opinion as to their persuasive effect?Example learning sequence
Understand the unit Comprehend two still image advertisements Compare two still image advertisements Justify a personal response
SpellingRefer to unit spelling overview for suggested focus area.
ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.
two print advertisements on a similar topic that represent ideas/events in different ways, and that demonstrate a range of text features and language devices suitable for your school context and class
Supporting learning resource - Teacher tips: Examining advertising in the media Spelling - Spelling overview Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Helpful information Website - Admongo.gov (US Federal Trade Commission) http://www.admongo.gov/ad-
library.aspx (Note: prior to using any of these advertisements, review the content to ensure suitability for your school context and class.)
Supporting learning resource - Introduction to the unit: Examining advertising in the media https://learningplace.eq.edu.au/cx/resources/items/70f70012-1936-41f5-8ab7-887003835054/0/Eng_Y06_U2_SLR_UnitIntro.docx
Supporting learning resource - Common advertising techniques https://learningplace.eq.edu.au/cx/resources/items/61af2809-9ea8-4e6f-b53b-414849ed690a/0/Eng_Y06_U3_SLR_CommonAdvertTechniques.docx
Sheet - Question-answer relationships https://learningplace.eq.edu.au/cx/resources/items/8bbeb3ad-62cf-49f5-9dbc-74dc18ada588/0/Eng_Y06_U2_SH_QuestionAnsRelation.docx
Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/f66ad9e5-52ec-4bf2-9c71-7f8f8ad49632/0/Eng_Y06_U3_SLR_SuggAltResources.docx
Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx
Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 9 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Introduction to multimodal advertisements Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will view and analyse three print advertisements. They learn about how text features and language choices combine to create persuasive effects, and experiment with and adapt familiar texts to demonstrate and present understanding of key concepts.
Lessons Teaching and Learning Sequence Resources
Attachments Lesson plan
Lesson 2
Identifying text features of still image advertisements
Lesson objectivesStudents will:
Understand how advertisements on similar topics use text structures and images in similar and/or different ways.
Understand how authors experiment with text structures to create advertisements.
Evidence of learningCan the student:
Compare the effects of text features in two advertisements? Experiment with and explain how text features are used to
change the meaning or emphasis of an advertisement?Example learning sequence
Review prior understanding of still image advertisements Understand elements of still image advertisements Adapt the text features of an advertisement
SpellingRefer to unit spelling overview for suggested focus area.
Resources two print advertisements on a similar topic that represent ideas/events in different ways,
and that demonstrate a range of text features and language devices suitable for your school context and class
Supporting learning resource - Teacher tips: Examining advertising in the media Spelling - Spelling overview Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Helpful information Website - Admongo.gov (US Federal Trade Commission) http://www.admongo.gov/ad-
library.aspx (Note: prior to using any of these advertisements, review the content to ensure suitability for your school context and class.)
Supporting learning resource - Common advertising techniques https://learningplace.eq.edu.au/cx/resources/items/61af2809-9ea8-4e6f-b53b-414849ed690a/0/Eng_Y06_U3_SLR_CommonAdvertTechniques.docx
Sheet - Question-answer relationships https://learningplace.eq.edu.au/cx/resources/items/8bbeb3ad-62cf-49f5-9dbc-74dc18ada588/0/Eng_Y06_U2_SH_QuestionAnsRelation.docx
Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Attachments Lesson plan
Lesson 3
Analysing the vocabulary of still image advertisements
Lesson objectivesStudents will:
Understand and analyse the effect of vocabulary choice in advertisements.
Evidence of learning
Resources two print advertisements on a similar topic that represent ideas/events in different ways,
and that demonstrate a range of text features and language devices suitable for your school context and class
an additional print advertisement on a new topic that demonstrates a range of text features and language devices suitable for your school context and class
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 10 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Introduction to multimodal advertisements Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will view and analyse three print advertisements. They learn about how text features and language choices combine to create persuasive effects, and experiment with and adapt familiar texts to demonstrate and present understanding of key concepts.
Lessons Teaching and Learning Sequence Resources
Can the student: Analyse and explain the way vocabulary choices express
feeling and opinion in an advertisement?Example learning sequence
Comprehend a still image advertisement Understand the effect of language choice in advertising Analyse the effect of language choice in advertising Adapt the vocabulary of an advertisement
SpellingRefer to unit spelling overview for suggested focus area.
Supporting learning resource - Teacher tips: Examining advertising in the media Spelling - Spelling overview Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Helpful information Website - Admongo.gov (US Federal Trade Commission) http://www.admongo.gov/ad-
library.aspx (Note: prior to using any of these advertisements, review the content to ensure suitability for your school context and class.)
Supporting learning resource - Common advertising techniques https://learningplace.eq.edu.au/cx/resources/items/61af2809-9ea8-4e6f-b53b-414849ed690a/0/Eng_Y06_U3_SLR_CommonAdvertTechniques.docx
Sheet - Question-answer relationships https://learningplace.eq.edu.au/cx/resources/items/8bbeb3ad-62cf-49f5-9dbc-74dc18ada588/0/Eng_Y06_U2_SH_QuestionAnsRelation.docx
Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Attachments Lesson plan
Lesson 4
Exploring cohesive devices and modality in still image advertisements
Lesson objectivesStudents will:
Understand how cohesive links can be made in advertisements, including the omission or replacement of words.
Understand how choices in narrative voice and modality influence viewers’ responses to advertisements.
Evidence of learningCan the student:
Annotate an advertisement to show cohesive devices, including noting the omission and replacement of words?
Identify narrative voice and modality in advertisements for persuasive effect?
Resources two print advertisements on a similar topic that represent ideas/events in different ways,
and that demonstrate a range of text features and language devices suitable for your school context and class
an additional print advertisement on a new topic that demonstrates a range of text features and language devices suitable for your school context and class
Supporting learning resource - Teacher tips: Examining advertising in the media Spelling - Spelling overview Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Helpful information Website - Admongo.gov (US Federal Trade Commission) http://www.admongo.gov/ad-
library.aspx (Note: prior to using any of these advertisements, review the content to
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 11 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Introduction to multimodal advertisements Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will view and analyse three print advertisements. They learn about how text features and language choices combine to create persuasive effects, and experiment with and adapt familiar texts to demonstrate and present understanding of key concepts.
Lessons Teaching and Learning Sequence Resources
Example learning sequence Review prior understanding of cohesive devices Extend understanding of cohesive devices Analyse cohesion in an advertisement Review understanding of modality in advertising
SpellingRefer to unit spelling overview for suggested focus area.
ensure suitability for your school context and class.) Learning object - Modality https://learningplace.eq.edu.au/cx/resources/items/d0517002-84e4-
c9a3-705d-dbbdd9a7c32a/0/page1.html Supporting learning resource - Common advertising techniques
https://learningplace.eq.edu.au/cx/resources/items/61af2809-9ea8-4e6f-b53b-414849ed690a/0/Eng_Y06_U3_SLR_CommonAdvertTechniques.docx
Sheet - Question-answer relationships https://learningplace.eq.edu.au/cx/resources/items/8bbeb3ad-62cf-49f5-9dbc-74dc18ada588/0/Eng_Y06_U2_SH_QuestionAnsRelation.docx
Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 12 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Introduction to cross-media advertising campaigns Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will view and analyse print and digital advertisements that belong to the same campaign. They learn about how text features and language choices change according to the medium, and continue to experiment and adapt familiar texts to demonstrate and present understanding of key concepts.
Lessons Teaching and Learning Sequence Resources
Lesson 5
Viewing and comprehending advertisements across different media
Lesson objectivesStudents will:
Understand how to interpret and analyse information and ideas in campaign advertisements.
Understand how different media affect the use of different language features, text structures and images.
Evidence of learningCan the student:
Interpret and compare advertisements on similar topics, giving a personal opinion as to their persuasive effect?
Identify different elements that make up advertisements in different media?
Example learning sequence Comprehend advertisements from a campaign Compare advertisements from a campaign Justify a personal response
SpellingRefer to unit spelling overview for suggested focus area.
Resources a still image and moving image advertisement that belong to the same campaign and
demonstrate a range of text features and language devices, suitable for your school context and class
Supporting learning resource - Teacher tips: Examining advertising in the media Spelling - Spelling overview Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Helpful information Sheet - Kingsland holidays https://learningplace.eq.edu.au/cx/resources/items/06f2992f-7d00-
4673-83d2-d9419183481e/0/Eng_Y06_U3_SH_KingslandHolidays.docx Sheet - Arnhem Land https://learningplace.eq.edu.au/cx/resources/items/ee3fc717-8e5e-4ac7-
bbba-9f9f3e4b5ab4/0/Eng_Y06_U3_SH_ArnhemLand.docx Supporting learning resource - Common advertising techniques
https://learningplace.eq.edu.au/cx/resources/items/61af2809-9ea8-4e6f-b53b-414849ed690a/0/Eng_Y06_U3_SLR_CommonAdvertTechniques.docx
Sheet - Question-answer relationships https://learningplace.eq.edu.au/cx/resources/items/8bbeb3ad-62cf-49f5-9dbc-74dc18ada588/0/Eng_Y06_U2_SH_QuestionAnsRelation.docx
Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Attachments Lesson plan
Lesson 6
Analysing text features of advertisements in different media
Lesson objectivesStudents will:
Understand and analyse how campaign advertisements use text features in similar and different ways.
Evidence of learningCan the student:
Analyse and explain the effect of different media on the way
Resources a still image and moving image advertisement that belong to the same campaign and
demonstrate a range of text features and language devices, suitable for your school context and class
Supporting learning resource - Teacher tips: Examining advertising in the media Spelling - Spelling overview Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 13 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Introduction to cross-media advertising campaigns Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will view and analyse print and digital advertisements that belong to the same campaign. They learn about how text features and language choices change according to the medium, and continue to experiment and adapt familiar texts to demonstrate and present understanding of key concepts.
Lessons Teaching and Learning Sequence Resourcestext features can be used or combined?
Example learning sequence Compare text features of campaign advertisements Write a short comparison of text features in campaign
advertisementsSpellingRefer to unit spelling overview for suggested focus area.
Helpful information Sheet - Kingsland holidays https://learningplace.eq.edu.au/cx/resources/items/06f2992f-7d00-
4673-83d2-d9419183481e/0/Eng_Y06_U3_SH_KingslandHolidays.docx Sheet - Arnhem Land https://learningplace.eq.edu.au/cx/resources/items/ee3fc717-8e5e-4ac7-
bbba-9f9f3e4b5ab4/0/Eng_Y06_U3_SH_ArnhemLand.docx Supporting learning resource - Common advertising techniques
https://learningplace.eq.edu.au/cx/resources/items/61af2809-9ea8-4e6f-b53b-414849ed690a/0/Eng_Y06_U3_SLR_CommonAdvertTechniques.docx
Sheet - Question-answer relationships https://learningplace.eq.edu.au/cx/resources/items/8bbeb3ad-62cf-49f5-9dbc-74dc18ada588/0/Eng_Y06_U2_SH_QuestionAnsRelation.docx
Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Attachments Lesson plan
Lesson 7
Analysing the language of advertisements in different media
Lesson objectivesStudents will:
Understand how campaign advertisements use language in similar and different ways.
Evidence of learningCan the student:
nalyse and compare language choice and features in campaign advertisements?
Example learning sequence Compare the effects of language features in campaign
advertisements Write a short comparison of language features in campaign
advertisementsSpelling
Resources a still image and moving image advertisement that belong to the same campaign and
demonstrate a range of text features and language devices, suitable for your school context and class
Supporting learning resource - Teacher tips: Examining advertising in the media Spelling - Spelling overview Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Helpful information Sheet - Kingsland holidays https://learningplace.eq.edu.au/cx/resources/items/06f2992f-7d00-
4673-83d2-d9419183481e/0/Eng_Y06_U3_SH_KingslandHolidays.docx Sheet - Arnhem Land https://learningplace.eq.edu.au/cx/resources/items/ee3fc717-8e5e-4ac7-
bbba-9f9f3e4b5ab4/0/Eng_Y06_U3_SH_ArnhemLand.docx Learning object - Modality https://learningplace.eq.edu.au/cx/resources/items/d0517002-84e4-
c9a3-705d-dbbdd9a7c32a/0/page1.html Supporting learning resource - Common advertising techniques
https://learningplace.eq.edu.au/cx/resources/items/61af2809-9ea8-4e6f-b53b-414849ed690a/0/
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 14 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Introduction to cross-media advertising campaigns Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will view and analyse print and digital advertisements that belong to the same campaign. They learn about how text features and language choices change according to the medium, and continue to experiment and adapt familiar texts to demonstrate and present understanding of key concepts.
Lessons Teaching and Learning Sequence Resources
Refer to unit spelling overview for suggested focus area. Eng_Y06_U3_SLR_CommonAdvertTechniques.docx Sheet - Question-answer relationships
https://learningplace.eq.edu.au/cx/resources/items/8bbeb3ad-62cf-49f5-9dbc-74dc18ada588/0/Eng_Y06_U2_SH_QuestionAnsRelation.docx
Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Attachments Lesson plan
Lesson 8
Experimenting with language and text structure to create a new advertisement
Lesson objectivesStudents will:
Understand how to experiment with text structures, language features, images and digital resources in order to persuade an intended viewer.
Evidence of learningCan the student:
Experiment with text structures and language features when creating advertisements, including imagery, metaphor and word choice?
Example learning sequence Adapt the features of an advertisement Adapt the language features of an advertisement Adapt the narrative voice and modality of an advertisement Present the adapted advertisement
SpellingRefer to unit spelling overview for suggested focus area.
Resources a still image and moving image advertisement that belong to the same campaign and
demonstrate a range of text features and language devices, suitable for your school context and class
Supporting learning resource - Teacher tips: Examining advertising in the media Spelling - Spelling overview Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Helpful information Sheet - Kingsland holidays https://learningplace.eq.edu.au/cx/resources/items/06f2992f-7d00-
4673-83d2-d9419183481e/0/Eng_Y06_U3_SH_KingslandHolidays.docx Sheet - Arnhem Land https://learningplace.eq.edu.au/cx/resources/items/ee3fc717-8e5e-4ac7-
bbba-9f9f3e4b5ab4/0/Eng_Y06_U3_SH_ArnhemLand.docx Learning object - Modality https://learningplace.eq.edu.au/cx/resources/items/d0517002-84e4-
c9a3-705d-dbbdd9a7c32a/0/page1.html Supporting learning resource - Common advertising techniques
https://learningplace.eq.edu.au/cx/resources/items/61af2809-9ea8-4e6f-b53b-414849ed690a/0/Eng_Y06_U3_SLR_CommonAdvertTechniques.docx
Sheet - Question-answer relationships https://learningplace.eq.edu.au/cx/resources/items/8bbeb3ad-62cf-49f5-9dbc-74dc18ada588/0/Eng_Y06_U2_SH_QuestionAnsRelation.docx
Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 15 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Introduction to cross-media advertising campaigns Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will view and analyse print and digital advertisements that belong to the same campaign. They learn about how text features and language choices change according to the medium, and continue to experiment and adapt familiar texts to demonstrate and present understanding of key concepts.
Lessons Teaching and Learning Sequence Resources
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 16 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Creation and publication of a multimodal advertisement Topic Duration 8 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will plan, draft and then publish a multimodal digital advertisement.
Lessons Teaching and Learning Sequence Resources
Lesson 9
Planning the audience and idea
Assessment purposeTo create a multimodal advertisement and explain how it persuades the viewer.Example assessment sequenceCan the student:
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
SpellingRefer to unit spelling overview for suggested focus area.
Resources Assessment task - Create a multimodal advertisement Assessment task - Create a multimodal advertisement: Model response Assessment task - Plan for task: Create a multimodal advertisement Assessment task - Plan for task: Create a multimodal advertisement - Sample response Assessment task - Create a multimodal advertisement: Model response (slideshow) Spelling - Spelling overview Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Helpful information Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Attachments Lesson plan
Lesson 10
Planning language features and text structure
Assessment purposeTo create a multimodal advertisement and explain how it persuades the viewer.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
SpellingRefer to unit spelling overview for suggested focus area.
Resources Assessment task - Create a multimodal advertisement Assessment task - Create a multimodal advertisement: Model response Assessment task - Plan for task: Create a multimodal advertisement Assessment task - Plan for task: Create a multimodal advertisement - Sample response Assessment task - Create a multimodal advertisement: Model response (slideshow) Spelling - Spelling overview Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Helpful information Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 17 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Creation and publication of a multimodal advertisement Topic Duration 8 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will plan, draft and then publish a multimodal digital advertisement.
Lessons Teaching and Learning Sequence Resources
Lesson 11
Drafting the text
Assessment purposeTo create a multimodal advertisement and explain how it persuades the viewer.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
SpellingRefer to unit spelling overview for suggested focus area.
Resources Assessment task - Create a multimodal advertisement Assessment task - Create a multimodal advertisement: Model response Assessment task - Plan for task: Create a multimodal advertisement Assessment task - Plan for task: Create a multimodal advertisement - Sample response Assessment task - Create a multimodal advertisement: Model response (slideshow) Spelling - Spelling overview Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Helpful information Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Attachments Lesson plan
Lesson 12
Editing the text
Assessment purposeTo create a multimodal advertisement and explain how it persuades the viewer.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
SpellingRefer to unit spelling overview for suggested focus area.
Resources Assessment task - Create a multimodal advertisement Assessment task - Create a multimodal advertisement: Model response Assessment task - Plan for task: Create a multimodal advertisement Assessment task - Plan for task: Create a multimodal advertisement - Sample response Assessment task - Create a multimodal advertisement: Model response (slideshow) Spelling - Spelling overview Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Helpful information Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 18 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Creation and publication of a multimodal advertisement Topic Duration 8 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will plan, draft and then publish a multimodal digital advertisement.
Lessons Teaching and Learning Sequence Resources
Lesson 13
Planning the images
Assessment purposeTo create a multimodal advertisement and explain how it persuades the viewer.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
SpellingRefer to unit spelling overview for suggested focus area.
Resources Assessment task - Create a multimodal advertisement Assessment task - Create a multimodal advertisement: Model response Assessment task - Plan for task: Create a multimodal advertisement Assessment task - Plan for task: Create a multimodal advertisement - Sample response Assessment task - Create a multimodal advertisement: Model response (slideshow) Spelling - Spelling overview Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Helpful information Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Attachments Lesson plan
Lessons 14-15
Publishing the advertisement
Assessment purposeTo create a multimodal advertisement and explain how it persuades the viewer.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
SpellingRefer to unit spelling overview for suggested focus area
Resources Assessment task - Create a multimodal advertisement Assessment task - Create a multimodal advertisement: Model response Assessment task - Plan for task: Create a multimodal advertisement Assessment task - Plan for task: Create a multimodal advertisement - Sample response Assessment task - Create a multimodal advertisement: Model response (slideshow) Spelling - Spelling overview Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Helpful information Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 19 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Creation and publication of a multimodal advertisement Topic Duration 8 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will plan, draft and then publish a multimodal digital advertisement.
Lessons Teaching and Learning Sequence Resources
Lesson 16
Explaining multimodal choices
Assessment purposeTo create a multimodal advertisement and explain how it persuades the viewer.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
SpellingRefer to unit spelling overview for suggested focus area
Resources Assessment task - Create a multimodal advertisement Assessment task - Create a multimodal advertisement: Model response Assessment task - Plan for task: Create a multimodal advertisement Assessment task - Plan for task: Create a multimodal advertisement - Sample response Assessment task - Create a multimodal advertisement: Model response (slideshow) Spelling - Spelling unit post-test Year 6 Unit 2
https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Helpful information Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 20 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.
Unit Plan Section Resource Attachments*
Sequence - Introduction to multimodal advertisements
Lesson plan - Eng_Y06_U2_LP01.docx
Lesson plan - Eng_Y06_U2_LP02.docx
Lesson plan - Eng_Y06_U2_LP03.docx
Lesson plan - Eng_Y06_U2_LP04.docx
Sequence - Introduction to cross-media advertising campaigns
Lesson plan - Eng_Y06_U2_LP05.docx
Lesson plan - Eng_Y06_U2_LP06.docx
Lesson plan - Eng_Y06_U2_LP07.docx
Lesson plan - Eng_Y06_U2_LP08.docx
Sequence - Creation and publication of a multimodal advertisement
Lesson plan - Eng_Y06_U2_LP09.docx
Lesson plan - Eng_Y06_U2_LP10.docx
Lesson plan - Eng_Y06_U2_LP11.docx
Lesson plan - Eng_Y06_U2_LP12.docx
Lesson plan - Eng_Y06_U2_LP13.docx
Lesson plan - Eng_Y06_U2_LP14_15.docx
Lesson plan - Eng_Y06_U2_LP16.docx
Sequence a still image and moving image advertisement that belong to the same campaign and demonstrate a range of text features and language devices, suitable for your school context and class
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 21 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Unit Plan Section Resource Attachments*
an additional print advertisement on a new topic that demonstrates a range of text features and language devices suitable for your school context and class
Learning object - Modality https://learningplace.eq.edu.au/cx/resources/items/d0517002-84e4-c9a3-705d-dbbdd9a7c32a/0/page1.html
Sheet - Arnhem Land https://learningplace.eq.edu.au/cx/resources/items/ee3fc717-8e5e-4ac7-bbba-9f9f3e4b5ab4/0/Eng_Y06_U3_SH_ArnhemLand.docx
Sheet - Kingsland holidays https://learningplace.eq.edu.au/cx/resources/items/06f2992f-7d00-4673-83d2-d9419183481e/0/Eng_Y06_U3_SH_KingslandHolidays.docx
Sheet -Question-answer relationships https://learningplace.eq.edu.au/cx/resources/items/8bbeb3ad-62cf-49f5-9dbc-74dc18ada588/0/Eng_Y06_U2_SH_QuestionAnsRelation.docx
Spelling - Spelling unit post-test Year 6 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Spelling - Spelling overview Year 6 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html
Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/f66ad9e5-52ec-4bf2-9c71-7f8f8ad49632/0/Eng_Y06_U3_SLR_SuggAltResources.docx
Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx
Supporting learning resource - Common advertising techniques https://learningplace.eq.edu.au/cx/resources/items/61af2809-9ea8-4e6f-b53b-414849ed690a/0/Eng_Y06_U3_SLR_CommonAdvertTechniques.docx
Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx
Supporting learning resource - Teacher tips: Examining advertising in the media Supporting learning resource - Introduction to the unit: Examining advertising in the media https://learningplace.eq.edu.au/cx/resources/items/70f70012-1936-41f5-8ab7-887003835054/0/Eng_Y06_U2_SLR_UnitIntro.docx
two print advertisements on a similar topic that represent ideas/events in different ways, and that demonstrate a range of text features and language devices suitable for your school context and class
Website - Admongo.gov (US Federal Trade Commission) http://www.admongo.gov/ad-library.aspx
Assessment Planner - Create a multimodal advertisement
Assessment task - Eng_Y06_U2_AT_MR_MultimodalAd.docx
Assessment task - Eng_Y06_U2_AT_MR_MultimodalAdvertisement.pptx Assessment task - Eng_Y06_U2_AT_MultimodalAd.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 22 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Unit Plan Section Resource Attachments*
Assessment task - Eng_Y06_U2_AT_PlanForTask.docx
Assessment task - Eng_Y06_U2_AT_PlanForTask_Sample.docx
Assessment Assessment task - Plan for task: Create a multimodal advertisement
Assessment task - Plan for task: Create a multimodal advertisement - Sample response
Assessment task - Create a multimodal advertisement: Model response
Assessment task - Create a multimodal advertisement: Model response (slideshow)
Assessment task - Create a multimodal advertisement
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 23 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Assessment
Assessment Task - Marking guide
AssessmentTask Name
Create a multimodal advertisement (Yr 06)Type Poster/multi-modal presentation
Date
Description Students create a multimodal advertisement and explain how it persuades the viewer.
Learning Area English
Knowledge and understanding (Productive) Creating texts (Productive)
Understands how language features and language patterns are used for emphasis.Explains how choices of language features and images are used.
Creates a detailed text elaborating on key ideas for purpose and audience.Makes considered vocabulary choices to enhance cohesion and structure.Makes and explains editorial choices based on criteria.
A ◄Manipulates repetition, modality and narrative voice to persuade an audience.Justifies choice of language features and images to influence an audience.
◄ Experiments with multimodal features such as text structure, language, images and audio effects for emphasis and persuasion.
B ◄ Selects evaluative language to create shades of meaning, feeling and opinion through careful choice of vocabulary for persuasive effect. ◄
Uses cohesive devices such as omission or replacement of words for emphasis.Uses salient placement, size, contrast, underlining and italics to emphasise key ideas.Combines multimodal elements, including audio, according to purpose and audience.
C ◄Uses language features and language patterns for emphasis.Explains how choices of language features and images are used.
◄Creates a detailed text elaborating on key ideas for purpose and audience.Makes considered vocabulary choices to enhance cohesion and structure.Makes and explains editorial choices based on criteria.
D ◄ Identifies nouns and noun groups used to describe features of the advertisement. ◄ Constructs a multimodal text based on a key idea.
E ◄ Identifies vocabulary choices. ◄ Makes an advertisement.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 24 of 25
Unit Plan Plan Name: Unit 2 - English Year 6 (V8)
Year: 6Learning Areas/Subjects: English
Duration: 4 Weeks
Acknowledgement, Disclaimer and Copyright
Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.
These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].
Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,
ACARA does not endorse or verify that:
The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.
You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.
Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).
Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.
Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.
This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.
This publication is not part of NEALS.
Written requests for permission should be addressed to the:
Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 25 of 25